Copyright National Council of Teachers of Mathematics Dec 1997
In 1984, the JRME published a special edition entitled "Minorities and Mathematics" and edited by Westina Matthews. She described the set of authors as a "rainbow coalition of researchers," referring to a larger political movement devoted to social justice. Today, the Rainbow Coalition is stalled, in part because of a period of political retrenchment. Moreover, rhetoric about the cognitive abilities-including mathematical ability-of culturally, linguistically, and racially diverse students has been a part of this political retrenchment, which is focused on eliminating race-based academic policies. Thus, the question "Do race, class, gender, and language ability matter in mathematics teaching and learning?" is a political question as well as an educational question.
Recent reform documents published by the National Council of Teachers of Mathematics have addressed this important question. These documents have called for a new vision of mathematics pedagogy. For example, Professional Standards for Teaching Mathematics recommends that all mathematics teachers know the following:
how students' linguistic, ethnic, racial, gender, and socioeconomic backgrounds influence their learning of mathematics; [and]
the role of mathematics in society and culture, the contribution of various cultures to the advancement of mathematics, and the relationship of school mathematics to other subjects and realistic application.
Despite these recommendations, mathematics instruction built on the lives and experiences of diverse students must overcome many formidable barriers if it is to make its way into our classrooms. The push for higher standards, and student assessment linked to these standards, also raises longstanding concerns for fairness and equity. The importance of mathematics standards for diverse students is obvious; previous reform efforts have not met their needs. However, many questions remain about the fit between standards-based recommendations and the realities of culturally, linguistically, and economically diverse students. The articles in this special issue of the JRME raise some of these questions and provide insight into reform-driven mathematics initiatives that are especially relevant for scholars interested in equity-related research.
We have asked a group of scholars from mathematics education and outside the field to share their research and thinking related to equity problems in school mathematics. As you might expect, the range of scholarship is diverse with respect to theory and methodology. However, we view this as an opportunity for the field of mathematics education to explore beyond traditional boundaries. We encourage you to voice your perspective on the articles presented here.
Finally, we thank Jean Carpenter, Jere Confrey, and Judy Sowder for their assistance with the special issue. We also thank the reviewers.
(411 words)
In 1984, the JRME published a special edition entitled "Minorities and Mathematics" and edited by Westina Matthews. She described the set of authors as a "rainbow coalition of researchers," referring to a larger political movement devoted to social justice. Today, the Rainbow Coalition is stalled, in part because of a period of political retrenchment. Moreover, rhetoric about the cognitive abilities-including mathematical ability-of culturally, linguistically, and racially diverse students has been a part of this political retrenchment, which is focused on eliminating race-based academic policies. Thus, the question "Do race, class, gender, and language ability matter in mathematics teaching and learning?" is a political question as well as an educational question.
Recent reform documents published by the National Council of Teachers of Mathematics have addressed this important question. These documents have called for a new vision of mathematics pedagogy. For example, Professional Standards for Teaching Mathematics recommends that all mathematics teachers know the following:
how students' linguistic, ethnic, racial, gender, and socioeconomic backgrounds influence their learning of mathematics; [and]
the role of mathematics in society and culture, the contribution of various cultures to the advancement of mathematics, and the relationship of school mathematics to other subjects and realistic application.
Despite these recommendations, mathematics instruction built on the lives and experiences of diverse students must overcome many formidable barriers if it is to make its way into our classrooms. The push for higher standards, and student assessment linked to these standards, also raises longstanding concerns for fairness and equity. The importance of mathematics standards for diverse students is obvious; previous reform efforts have not met their needs. However, many questions remain about the fit between standards-based recommendations and the realities of culturally, linguistically, and economically diverse students. The articles in this special issue of the JRME raise some of these questions and provide insight into reform-driven mathematics initiatives that are especially relevant for scholars interested in equity-related research.
We have asked a group of scholars from mathematics education and outside the field to share their research and thinking related to equity problems in school mathematics. As you might expect, the range of scholarship is diverse with respect to theory and methodology. However, we view this as an opportunity for the field of mathematics education to explore beyond traditional boundaries. We encourage you to voice your perspective on the articles presented here.
Finally, we thank Jean Carpenter, Jere Confrey, and Judy Sowder for their assistance with the special issue. We also thank the reviewers.